KDO JE USPEŠEN V SLOVENSKIH ŠOLAH?

 
Kdo je uspešen v slovenskih šolah? (ZIP-ISO distribucija izdaje na CD nosilcu)
 
Urednik: Sergej Flere
Naslov: Kdo je uspešen v slovenskih šolah?
Vrsta gradiva: znanstvena monografija
Leto izida: 2010
Obseg: 182 strani
ISBN - 13: 978-961-270-030-0
 
Način citiranja: Flere, S. (ur.) (2010). Kdo je uspešen v slovenskih šolah, Ljubljana: Pedagoški inštitut, Digitalna knjižnica, Dissertationes 9, http://193.2.222.157/Sifranti/StaticPage.aspx?id=77 (datum dostopa do spletne strani), stran v delu.
Pričujoča znanstvena monografija, napisana na podlagi raziskave izvedene v okviru Pedagoškega inštituta v Ljubljani in ob finančni podpori Evropskega socialnega sklada, skuša identificirati in pojasniti nekatere dejavnike šolske uspešnosti v slovenskih šolah. V znanstvenih in publicističnih obravnavah se šolsko uspešnost dandanes med drugim povezuje s prihodnjim poklicnim in gmotnim uspehom posameznika, odsotnostjo in prisotnostjo nagnjenosti h kriminaliteti, in celo z verjetnostjo zakonske trdnosti. Prav tako je znano, da je od izobraževalne uspešnosti odvisen tudi narodni dohodek in konkurenčnost nekega gospodarstva in družbe v mednarodnem merilu. Pri šolski uspešnosti in neuspešnosti imamo torej opravka ne samo z znotraj-šolsko problematiko, temveč tudi z daljnosežnimi pojavi, ki so vezani ne le na prihodnost otrok in odraslih, ampak tudi na prihodnost neke družbe kot celote, še posebej v smislu njene družbene in gospodarske konfiguracije. Posledično je preučevanje dejavnikov šolske uspešnosti ključnega pomena za vsako, še posebej pa za sodobno družbo, saj je funkcioniranje le-te še posebej močno povezano z njeno sposobnostjo produkcije novih znanj in veščin. Pričujoči prispevek daje vpogled v razlike in sorodnosti obravnavanih populacij (vzorec za empirične analize je vključeval dijake vseh vrst srednjih šol v Sloveniji (n = 1317) v šolskem leto 2007/2008 in je bil oblikovan glede na strukturo srednjih šol v Sloveniji in dijaško populacijo po uradnih podatkih Urada za statistiko RS). V monografiji je preučen tudi vpliv posameznih merjenih psiholoških in socioloških dejavnikov šolske uspešnosti (npr. mladostnikova samopodoba, lokus nadzora, socialna anksioznost, ipd.), analizirana so razmerja med starši in otroki v družini (medsebojni odnosi med starši in otroci, socioekonomski položaj staršev), odnosi med učitelji in učenci v šoli (tudi šolska deviantnost in navezanost na šolo), preučen pa je tudi vpliv širšega socialnega okolja, vključno s kulturnim kapitalom in ukvarjanjem mladih s prostočasovnimi dejavnostmi. Izpostaviti velja, da je v prispevku analiziran tudi vpliv intelektualnih sposobnosti na šolsko uspešnost, še posebej v odnosu do prej omenjenih psiholoških in socioloških konceptov. Tozadevno smo avtorji mnenja, da knjiga nedvomno predstavlja pomemben prispevek k sociologiji izobraževanja in hkrati podlago za oblikovanje socialne in šolske politike.
 

 
 
The present scientific monograph, based on research conducted under the supervision of the Educational Research Institute in Ljubljana (ERI), and with financial support from the European Social Fund, aims to identify and explain some of the determinants of school performance in Slovenian schools. In the scientific and journalistic literature, school performance is nowadays linked to the future career success and socioeconomic status of individuals, to the absence and presence of deviance, and even to the likelihood of marital stability. It is also known that the national income and competitiveness of an economy and society on an international scale also depends on its educational performance. When dealing with school performance, it is not only an intra-school issues which are relevant. Education performance has far-reaching consequences and is associated not merely with the future of children and adults, but also with the future of a society as a whole, particularly in terms of its social and economic configuration. Consequently, the study of school success determinants is a key task, especially for a modern society, since its functioning is particularly strongly linked to its ability to produce new knowledge and skills. The present contribution gives an insight into the differences and similarities of the analysed populations (the sample for empirical analysis included students of all types of secondary schools in Slovenia (n = 1317) in school year 2007/2008 and was formed based on secondary school structure in Slovenia according to the official data of the Statistical office of the Republic of Slovenia). The impact of a multitude of psychological and sociological measures of determinants of school performance was analysed (e.g., adolescent self-esteem, locus of control, social anxiety, etc.), the relationship between parents and children were studies (relations between children and parents, parental socioeconomic status) and relations between teachers and students were also a focal point (including school delinquency and a sense of school attachment). In addition, the monograph also analyses the impact of broader social environment, including cultural capital and the use of time among adolescents, especially youth leisure activities. It is also worth noting that the impact of intellectual ability on academic performance is also studied, particularly in relation to the aforementioned psychological and sociological concepts. The authors of the present text firmly believe that the monograph is undoubtedly an important contribution to the field of sociology of education and is at the same time a firm basis for the formation of social and educational policies.